TY  - BOOK
AU  - Aizawa,Ikuya
AU  - Bradford,Annette
AU  - Coetzee-Van Rooy,Susan
AU  - Dalziel,Fiona
AU  - Dearden,Louise
AU  - Dimova,Slobodanka
AU  - Fernández-Costales,Alberto
AU  - Fu,Xuehua
AU  - González-Mujico,Flor de Lis
AU  - Guarda,Marta
AU  - Jensen,Christian
AU  - Jia,Wenyun
AU  - Kim,Victoria
AU  - Kubanyiova,Maggie
AU  - Lasagabaster,David
AU  - Macaro,Ernesto
AU  - Pun,Jack
AU  - Qiu,Xuyan
AU  - Sahan,Kari
AU  - Serna-Bermejo,Iratxe
AU  - Thompson,Gene
AU  - Yuan,Rui (Eric)
AU  - Zhang,Tiefu
AU  - Zhou,Sihan
TI  - The Affective Dimension in English-Medium Instruction in Higher Education
T2  - Bilingual Education & Bilingualism
SN  - 9781800417663
AV  - LB2331.25 .A44 2025
U1  - 378.1/7 23/eng/20240619
PY  - 2024///]
CY  - Bristol, Blue Ridge Summit
PB  - Multilingual Matters
KW  - Affect (Psychology)
KW  - Education, Higher
KW  - Psychological aspects
KW  - English-medium instruction
KW  - LANGUAGE ARTS & DISCIPLINES / Linguistics / General
KW  - bisacsh
N1  - Frontmatter --; Contents --; Contributors --; Introduction – The Impact of Affective Variables on EMI Programmes: A Close Examination --; Part 1: The Impact of Affective Factors on Identity and Wellbeing --; 1 Japanese Women Professors Traversing Internationalized Classroom Worlds: A Scary and Challenging, yet Fun and Necessary Adventure --; 2 Attitudes Towards Learning in English: A Language Portrait View from South African Students --; 3 Probing EMI Teachers’ Psychological Experiences in Chinese Higher Education: A Mixed Methods Approach --; 4 Affect in Teacher–Student Relationships: Towards Ethical Encounters in Adult Language Education --; Part 2: The Impact of Affective Factors on Academic Results --; 5 L2 Proficiency and Affective Factors as Predictors of Content Knowledge Attainment: A Comparative Study of Learners from Japan and South Korea --; 6 The Affective Dimension of Perceived Digital Competence and its Impact on Cross-Disciplinary Academic Outcomes in EMI Education --; 7 Why Study in English? Teachers’ and Students’ Perceptions of EMI Policy and Motivations at Turkish Universities --; Part 3: The Impact of Affective Factors on Classroom Practices and Perceptions --; 8 Emotional Responses to Multiple Language Use in EMI: An Exploration of Student Attitudes on Two Italian Degree Programmes --; 9 University Students’ Beliefs about the Impact of EMI on Classroom Interaction --; 10 EMI Students’ Perceptions of Lecturers’ English Competences for Teaching --; 11 ‘It’s Difficult, but I Don’t Care’: Relationships Between Learner Characteristics and Self-Perceived Language Challenges among EMI Students in China --; Epilogue --; Index; restricted access
N2  - This book offers a timely investigation into the impact of affective factors on learning in English-medium instruction. It explores topics including motivation, anxiety, emotions, willingness to communicate and teacher beliefs, providing insights into the field from anglophone, non-anglophone, monolingual, multilingual and migration contexts
UR  - https://doi.org/10.21832/9781800417663?locatt=mode:legacy
UR  - https://www.degruyter.com/isbn/9781800417663
UR  - https://www.degruyter.com/document/cover/isbn/9781800417663/original
ER  -